Ethnomathematics in Action. Mathematical Practices in Brazilian Indigenous, Urban and Afro Communities. 1st ed. 2020.

Sonst. Personen	Rosa, Milton (Hrsg.); Coppe de Oliveira, Cristiane (Hrsg.)
Titel	Ethnomathematics in Action. Mathematical Practices in Brazilian Indigenous, Urban and Afro Communities. 1st ed. 2020.
Quelle	Cham: Springer International Publishing (2020), XIV, 252 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen 15; farbige Illustrationen 13
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-49171-0; 978-3-030-49172-7; 978-3-030-49173-4; 978-3-030-49174-1
DOI	10.1007/978-3-030-49172-7
Schlagwörter	Bildungssoziologie; Anthropologie; Mathematik
Abstract	This book presents a collection of ethnomathematical studies of diverse mathematical practices in Afro-Brazilian, indigenous, rural and urban communities in Brazil. Ethnomathematics as a research program aims to investigate the interrelationships of local mathematical knowledge sources with broader universal forms of mathematics to understand ideas, procedures, and practices found in distinct cultural groups. Based on this approach, the studies brought together in this volume show how this research program is applied and practiced in a culturally diverse country such as Brazil, where African, indigenous and European cultures have generated different forms of mathematical practice. These studies present ethnomathematics in action, as a tool to connect the study of mathematics with the students' real life experiences, foster critical thinking and develop a mathematics curriculum which incorporates contributions from different cultural groups to enrich mathematical knowledge. By doing so, this volume shows how ethnomathematics can contribute in practice to the development of a decolonial mathematics education. Ethnomathematics in Action: Mathematical Practices in Brazilian Indigenous, Urban and Afro Communities will be of interest to educators and educational researchers looking for innovative approaches to develop a more inclusive, democratic, critical, multicultural and multiethnic mathematics education. Contents: Part I. Introduction -- Chapter 1. An Overview of Diverse Mathematical Practices in Brazil: An Ethnomathematical Perspective in Action -- Part II. Africanities -- Chapter 2. African-based Cultural Practices and Mathematics Practices: Decolonizing Knowledge -- Chapter 3. The Mandira Quilombola Community and the Production of an Anthropophagic Identity -- Chapter 4. African and Afro-Brazilian Roots for Mathematics Teaching: Decolonize the Curriculum -- Part III. Indigenous Diversities -- Chapter 5. Ethnomathematics in the Brazilian Indigenous Contexts -- Chapter 6. Knowledge Networks in the Training of Indigenous Mathematics Teacher -- Chapter 7. Ethnomatthematics Research on Indigenous Peoples' Knowledge and Practices -- Part IV. Urban Diversities -- Chapter 8. Intertwining the Ethnomathematics and the Deaf Culture to Promote Financial Education for Deaf Students -- Chapter 9. Practices in Ethnomathematics, University, and Basic Education Schools: Possible Interconnetions -- Part V. Diverse Cultural Practices -- Chapter 10. Research in Ethnomathematics in the Context of the Professional Master Degree: An Analysis of Five Theses Developed at UFRN -- Chapter 11. Unity in Differences: Reflections on the Doing of Ethnomodelling and Dialogue through Connecting Ethnomathematics and Modelling -- Chapter 12. An Analysis of the Subjection of (Ethno)mathematical Knowledge in the Study Plan of Brazil's Landless Workers' Movement -- Part VI. Conclusions -- Chapter 13. Concluding Remarks about Diverse Mathematical Practices in the Brazilian Context in an Ethnomathematical Perspective: Past, Present, and Future.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/2